The effect of same-gender teacher assignment on student achievement in the elementary and secondary grades: Evidence from panel data

Growing the roots of STEM majors: Female math and science high school faculty and the participation of students in STEM

“…This is surprising given the fact that emerging evidence suggests that the pre-college setting is highly influential on students' choice of major in college (Maltese & Tai, 2011). The majority of studies that focus on pre-college years examine the gender match between teacher and student and its effect on students' non-STEM outcomes, such as achievement and engagement (Dee, 2005(Dee, , 2007Nixon & Robinson, 1999;Winters, Haight, Swaim, & Pickering, 2013). What is missing from the corpus of research is an analysis of how the proportion of female STEM high school teachers, as a whole, affects students' STEM participation in college.…”

Representation in the classroom: The effect of own-race teachers on student achievement

“…If this is the case, students may respond to demographically similar role models by raising their motivation and personal expectations. 3 The presence of a demographically similar teacher may also re-3 A related line of research has explored the relationship between teacher gender and student achievement, with mixed results (Bettinger & Long, 2005;Dee, 2005;Gibb, Fergusson, & Horwood, 2008;Neumark & Gardecki, 1998;Nixon & Robinson, 1999;Robst, Keil, & Russo, 1998;Winters et al, 2013). duce race/ethnicity-based "stereotype threat" (Steele, 1997;Steele & Aronson, 1995), which occurs when a student perceives that (s)he could be viewed through the lens of a negative stereotype and lowers academic engagement and performance as a result.…”

Gender differences in academic achievement: A matter of contextual classroom influence?

“…Other studies did observe an influence of a same-gender teacher on academic achievements in mathematics (Ammermüller & Dolton, 2006;Dee, 2007) and reading (Dee, 2007). An American study with more than 1.7 million students in grades three through ten found no significant relationship between teachers' gender and students' academic achievement in elementary grades, but in middle and high school grades (Winters, Haight, Swaim, & Pickering, 2013).…”